Contents Foreword to the 1st Edition ?vii Foreword to the 2nd Edition ?xi Preface ?xv Acknowledgments ?xix Introduction: Race and Transformative Pathways to High-Achieving Urban Youth ?1 The OG: The Color of Success ?2 The Color of Success 2.0: New Research, Emerging Research, and Praxis ?3 Minimizing Inequity and Promoting Opportunity ?5 Semantic Conventions ?6 Case Study Research Approach and Design ?7 On My Subjectivity as a Chicana/o/x Researcher ?11 Organization of this Book ?14 1. ?A Critical Perspective of the Challenges Confronting Students of Color: Toward a Conceptual Framework of Transformative Urban School Pathways ?18 Issues Associated With Educational Inequity ?19 Cultural-Ecological Explanations of Low Academic Performance Among Racially Minoritized Students ?21 Complicating the Cultural Ecological Framework ?24 School Processes and Engagement Among Students of Color ?25 The Student Voice of High-Achieving Minoritized Youth ?27 Confronting Segregation and Stereotypes ?28 Valuing Minoritized Students? Experiences to Promote Urban School Success ?30 Conclusion ?30 2. ?Balkanization in Urban School Spaces: Integrated and Segregated Organizational Cultures and Structures Side-by-Side ?32 Racial Segregation, Engagement, and Performance ?33 Baldwin High School as the Case Study Setting ?33 Why a California High School? ?35 The General School Climate as Perceived by Teachers and Students ?36 Non-Belonging Student Perceptions of the General School Pathway ?38 The College and Career Academies ?41 Mediating Distinct Peer Relations ?50 Conclusion ?51 3. ??We Just Make the Best of What We Have?: Immigrant and U.S-Born Vietnamese American Youth Surfing the ?Model Minority? Wave of Success ?52 Background on Asian American Student Achievement ?53 Vietnamese Origin Students at Baldwin High School ?56 Gender and the Construction of Student Ability ?58 Academic Identity Groups among High-Achieving Vietnamese Students ?59 Understanding the ?Model Minority? Stereotype ?59 Structuring Competition Versus Collaborative Learning ?61 Benefiting from the ?Model Minority? Typology ?62 Conclusion ?64 4. ??I Want to Make a Difference?: Understanding Immigrant and U.S.

- Born Latina/o/x Students? Variability in Academic Aspirations, School Engagement, and Optimism ?66 Background on Latina/o/x School Achievement ?67 School Opportunity Structure and Racial Perceptions ?68 Identity Formation Among Latina/o/x Students ?70 Responses of High-Achieving Latina/o/x Students ?71 Creating Optimism Despite Inequity Among Medical Academy Latina/o/xs ?77 Conclusion ?79 5. ??Nothing Can Stop Me Now?: Constructing Black Student Aspirations, Expectations, and School Success ?81 Background on Black Student Achievement ?81 The Situation at Baldwin High School ?84 The Academy Experience at Baldwin High School ?88 A Closer Look at Black Males, Aspirations, and Expectations ?93 A Closer Look at Black Females, Aspirations, and Expectations ?96 Conclusion ?98 6. ??(Obama) Becomin? President Kinda Raise the Bar on What You?re Doin? ?: Perceptions of Opportunity and Constraining Aspirations Among Black Male Youth During a Time of Historic Change ?101 Oppositional Culture as Institutional Phenomenon ?103 Historical Significance of the Election of Barack Obama ?104 Promoting Academic Achievement for Students of Color ?105 The Palmview Male Cooperative ?107 PMC Students on Social Mobility, Racial Inequality, and Marginalization ?109 The PMC as a Source of Social Capital, Cultural Capital, and Brotherhood ?114 The PMC and Academic Achievement ?122 Conflicting and Constraining Student Perspectives on Aspirations ?123 How Can We Explain This Perplexing Phenomenon? ?126 Conclusion ?129 7. ?Institutional Change Agents: Student-Centered Approaches, Culture Shifts, and the Construction of Pathways for Urban School Success ?131 College and Career Academies as Small Learning Communities ?134 Unraveling School Success?s Approach to Providing TA ?136 Overview of School Success ?137 School Success and Technical Assistance ?137 Why and How School Success Promotes the Four Pillars of Linked Learning ?141 Discussion of School Success?s Current State and Future in the School Change Landscape ?149 Conclusion ?153 8. ??We Are Like a Family . We Know Each Other Well and Get Along?: Teacher and Peer Relationships as (Pre)conditions for the Potential Realization of Social Capital ?155 Preconditions for the Realization of Social Capital ?157 Time Students Spend on Homework Outside of School ?160 A Novel Approach for Examining Familial and School Preconditions for Social Capital ?160 Findings From the Data in Five Steps ?166 Conclusion ?177 9. ?Racial Inequity and Transformative Educational Pathways Informing Policy and Praxis: Wrapping It all Up ?180 Institutional Processes, Social Support Systems, and School Success ?181 Student Ideology, Institutional Mechanisms, and Social Support Systems ?182 Summary of the Key Findings and Policy Recommendations ?186 Implications for Further Research ?190 Policy and Praxis Limitations ?191 Conclusion ?193 References ?195 Index ?213 About the Author ?220.